Photography in education involves the use of photographs to engage research participants in representing and reflecting upon their own experiences. This book explores how photographic images can be used in a range of educational settings in different cultural contexts, as a method of facilitating communication and reflection on significant issues in people’s lives. It considers the opportunities that are created through the use of photography as a visual research method, and addresses fundamental issues about identity, representation, participation and power which underlie participatory practice.
Bringing together a variety of international contributors, chapters describe and reflect on experiences of using photography, situating them in a critical framework to provoke informed applications of these processes. The collection adopts a broad view of education, considering voices of people of different ages who are at various stages on their educational journey, or who have diverse perspectives on their educational experience: young British Muslims, trainee science teachers, audiologists, teachers of deaf children, mobile teacher educators working in conflict zones, young people with disabilities, community workers and school students, in countries as diverse as Australia, Burma, Cyprus, England, Ethiopia, Kenya, the United States and Sudan.
Photography in Educational Research will be key reading for educational researchers, postgraduate students studying research methods and ethics, tutors working in higher education, and individual practitioners and teams within schools interested in young people’s voices, ethnicity, mental health, global citizenship and school development.
Table of Contents
Contributors List of figures List of tables Chapter 1: Representation and exploitation: using photography to explore education Part 1: Seeing the invisible Chapter 2: Investigating life stories: the photo-voices of young people with disabilities in Northern Ethiopia, Jana Zehle Chapter 3: Photo-voice as a catalyst for conversation: Children as co-researchers in a US primary school, Teri Anderson Chapter 4: Listening to children in an English special school: Photo-journals and the dilemmas of analysis, Ismail Mamaniat Chapter 5: Ethnicity in secondary schools in Cyprus: Using photography to understand student experience, Annita Eliadou Part 2: Reflecting on pedagogy Chapter 6: Teacher learning in Sudan: Building dialogue around teachers’ practices through reflective photography, Freda Wolfenden and Alison Buckler Chapter 7: Becoming a science teacher in England: images, metaphors and justice, Andy Howes Chapter 8: Questioning photographs: Learning about community engagement in online higher education, Kate Sapin Chapter 9: Framing and its role in promoting reflective practice among trainee teachers of deaf children in the UK, Wendy McCracken Chapter 10: Seeing ourselves in pictures: self-awareness in audiology education in the UK, Sheila Fidler Part 3: Articulating experience and challenging assumptions Chapter 11: Teaching in the conflict zone: Indigenous mobile teacher trainers’ photographs and narratives from the field, Karen State, Burma, Ian Kaplan Chapter 12: Visualising transitions: the use of auto-photography with formerly street-connected boys in Kenya, Su Corcoran Chapter 13: The power of the personal: using photo-based profile building to promote appreciation of mental illness in the UK, Emma Lindley Chapter 14: Keeping Connected: the lives of young people with ongoing health conditions in Australia, Julianne Moss Chapter 15: Honour and Shame: Through the eyes of South Asian British Muslim Men and Women, Nasreen Mansoor Chapter 16: Breaking the frames: Reflections on representation and the distribution of resources
Susie Miles is Senior Lecturer in Inclusive Education at the University of Manchester, UK.
Andy Howes is Senior Lecturer in Science Education at the University of Manchester, UK.